Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that the relationship between the American colonies and England was filled with tension. (Where), Understanding how we came to be the country we are means understanding how we started out. (Why),Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future. (What) (H)1.2 http://www.youtube.com/watch?v=O-FoH-dAiWM (E)1.3 Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I am using the Fact and Opinion graphic organizer to have students write their opinion on a topic and come back to it later to write the fact behind their opinions. I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find out the facts together. (Explore) By using a blog, students will be able to explain why the colonists felt they were treated unfairly using the colonists perspective. (Experience) (R)1.4 Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way. (Rethink) (E)1.5 Formative Assessment.Pre-Assessment: Give out a short answer packet asking questions about key figures and events. Assure students that it won't be graded. Checking For Understanding: Flag It to assess students interpretations of the big ideas. Timely Feedback: Self, Peer, and Teacher. (Evaluate) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine) (T)1.6 (Tailors) (Verbal): Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.) (Logic): What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony? (Visual): Creating a poster displaying major people involved in the French and Indian War will cover good background information. (Kinesthetic): Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with. (Musical): Music and war can go hand in hand. What type of marching songs did soldiers march to? (Interpersonal): Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War. (Intrapersonal): Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity. (Naturalist): Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year. (O) 1.7 Students will be able to justify the colonists feelings of unfairness. (Explain) Product: blogs. Number of days: 1-2 days. (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. (Where), Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. (Why),Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.(What) (H) 2.2 Cite differences between parents and kids. (music, clothing, movies, etc.) (E)2.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams. (Explore) Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England. (Experience) (R) 2.4 By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas. (Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine) (E) 2.5 Formative Assessment.Checking For Understanding:Say Something to assess students interpretations of the big ideas.Timely Feedback: Self, Peer, and Teacher. (Evaluate) (T)2.6(Tailors)
(Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms.
(Logic):
(Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation?
(Kinesthetic):
(Musical): What kinds of chanting did crowds do after this proclamation was enforced?
(Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally.
(Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763.
(Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
(O) 2.7 Students will be able to analyze the relationship between the colonists and England. (Perspective) Product: Podcast. Number of days: 3-4. (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that there was a generational gap that brought on new ways of thinking, and strained the relationship with England. (Where), Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. (Why),Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.(What) (H)3.2 Cite differences between parents and kids. (music, clothing, movies, etc.) (E)3.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. (Explore) A Comic Life comic will be created to show pivotal events that changed the relationship of the colonists and British. (Experience) (R) 3.4 Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction. (Rethink)Students will use a rubric to assess the completion of their product. (Revise/Refine) I will evaluate their product by using the scoring rubric that students had to follow by. (Revise/Refine) (E) 3.5 Formative Assessment. Checking For Understanding: Entrance/Exit Tickets to see if students understand the big ideas. Timely Feedback: Peer, Self, and Teacher. (Evaluate) (T)3.6(Tailors) (Verbal):
(Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts.
(Visual): Create a Comic Life strip about the events of Pontiac's Rebellion.
(Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle!
(Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music.
(Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions!
(Intrapersonal):
(Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class. (O) 3.7 Students will be able to exhibit the changing relationship between the colonists and England. (Application) Product: comic life. Number of days: 2-3. (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that the relationship between the American colonies and England was filled with tension. (Where), Knowing that a new generation of colonists existed during this time, and that it brought on a new wave of values and thinking effected the relationship between the colonies and England. (Why),Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.(What) (H)4.2 http://www.youtube.com/watch?v=0JvHroG3u5E (E)4.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. (Explore) An i Movie will be made about the Boston Tea Part to demonstrate in depth understanding. (Experience) (R) 4.4 With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding.(Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine) (E)4.5 Formative Assessment. Checking For Understanding: Quick Writes to assess student's big ideas comprehension.Timely Feedback: Peer, Self, and Teacher. (Evaluate) (T)4.6(Tailors) (Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts.
(Logic):
(Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them.
(Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd.
(Musical): Find some political poetry on any of the acts being enforced and analyze its meaning.
(Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England.
(Intrapersonal): Create a Prezi one of the newly enforced acts on your own.
(Naturalist):
(O) 4.7 Students will be able to role play the Boston Tea Party. (Empathy) Product: i Movie. Number of days: 2-3. (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that the culture then, although different from today, helped create our great culture today.(Where), Understanding why we as a nation take time off to reflect on what happened on certain days are more than just days off from work, school, etc. (Why), Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.(What) (H) 5.2 Were the Sons of Liberty patriots or terrorist? (E)5.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) Making a Timeline will display the knowledge my students know in depth. My cooperative learning activity will be the Think Pair Share because I can ask a question they can all think about and then get into partners to discuss and later share their answers to my question. (Explore) A Prezi will be the product students use to make sense of why we celebrate the Fourth of July. (Experience) (R) 5.4 The Hand Print method will show me how much my students are learning each class. (Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine) (E)5.5 Formative Assessment. Checking For Understanding: Hand Print to keep track of the growth in knowledge of each student.Timely Feedback: Peer, Self, and Teacher. (Evaluate) (T)5.6(Tailors) (Verbal):Write a speech that would rouse the colonists to not pay their taxes! Make sure you state why they shouldn't pay taxes (not just say because it saves money).
(Logic):What would have happened to the colonies if the Son's of Liberty were never formed? Would we be an English colony still? Would nothing change at all?
(Visual):Create a Glogster for this task. Look at Ben Franklin's "Join or die" picture. Now, create your own picture, but make sure whatever picture it is that it conveys meaning just like Ben Franklin's.
(Kinesthetic):Re-enact a meeting of the Son's of Liberty. What would they be talking about? Look at past events.
(Musical):
(Interpersonal): Do a Think Pair Share and in group come up with as much as you know about the Sons of Liberty. (Who,What, Where, When, Why)
(Intrapersonal):Pretend you are a spy and have infiltrated the Son's of Liberty and are reporting back to the English about what has been going on in the meetings.
(Naturalist):What types of ways did the Son's of Liberty encourage colonists to show their rebellious side through nature?
(O) 5.7 Students will be able to make sense of why we celebrate holidays like the Fourth of July. (Interpretation) Product: Prezi. Number ofdays:1-2. (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that the culture then, although different from today, helped create our great culture today.(Where), Understanding why we as a nation take time off to reflect on what happened on certain days are more than just days off from work, school, etc. (Why), Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.(What) (H)6.2 https://www.youtube.com/watch?v=z2XLsC6sIOA (E)6.3 Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.) (Equip) A Ladder will display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers. (Explore) A Gloglster will be the product students use to recognize the culture of Pre-Revolutionary America developed our culture today. (Experience) (R)6.4 A Project Study Group will show me how much my students are learning each class.(Rethink) (E)6.5 Formative Assessment. Checking For Understanding:Project Study Group will allow my students to correct their incorrect answers.Timely Feedback: Peer, Self, and Teacher. (Evaluate) (T)6.6(Tailors) (Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Musical):
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Intrapersonal):
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened? (O) 6.7 Students will be able to recognize that the culture of Pre-Revolutionary America developed our culture today. (Self-Knowledge) Product: glogster. Number of days:1-2. (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H)1.2 http://www.youtube.com/watch?v=O-FoH-dAiWM
(E)1.3 Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.), sequence and timelines (Salutary Neglect-Thomas Hutchinson, Stamp Act- Lexington and Concord), and key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I am using the Fact and Opinion graphic organizer to have students write their opinion on a topic and come back to it later to write the fact behind their opinions. I will be using the Mix-Pair-Freeze cooperative learning activity to meet with other students and share their opinions and find out the facts together. (Explore) By using a blog, students will be able to explain why the colonists felt they were treated unfairly using the colonists perspective. (Experience)
(R)1.4 Using Flag It can help me identify what concepts students are struggling with so I can approach it in a different way. (Rethink)
(E)1.5 Formative Assessment. Pre-Assessment: Give out a short answer packet asking questions about key figures and events. Assure students that it won't be graded. Checking For Understanding: Flag It to assess students interpretations of the big ideas. Timely Feedback: Self, Peer, and Teacher. (Evaluate) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine)
(T)1.6 (Tailors)
(Verbal): Pick one of the battles from the French and Indian War and prepare a short presentation about the events of the battle. (Where was it? Who fought? Who won? etc.)
(Logic): What would happen if the French won the French and Indian War? Would the United States exist? Would we be a French colony?
(Visual): Creating a poster displaying major people involved in the French and Indian War will cover good background information.
(Kinesthetic): Role playing a daily life at a British military camp will bring great understanding what conditions soldiers had deal with.
(Musical): Music and war can go hand in hand. What type of marching songs did soldiers march to?
(Interpersonal): Students will write their opinions about what the French and Indian War was about. Then, students will move and pair with each other through the Mix-Pair-Freeze activity to compare students opinions. Later, students will get together in groups to write the actually fact about the French and Indian War.
(Intrapersonal): Students will reflect upon the French and Indian War by writing a blog from a colonist perspective using the facts uncovered through the Fact and Opinion and Mix-Pair-Freeze activity.
(Naturalist): Students will describe what conditions soldiers had to deal with through each of the four seasons keeping in mind their location at specific times of the year.
(O) 1.7 Students will be able to justify the colonists feelings of unfairness. (Explain) Product: blogs. Number of days: 1-2 days. (Organize)
Lesson 2
(H) 2.2 Cite differences between parents and kids. (music, clothing, movies, etc.)
(E)2.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I will be using a Venn Diagram graphic organizer to show to opposite spectrum's and any common ground between them. My cooperative learning activity will be Partners so one half of the class can teach the other half and consult with each others diagrams. (Explore) Students will create a podcast in the form of a news show that highlights the relationship between the colonists and England. (Experience)
(R) 2.4 By using Say Something, I can see during my lesson which students have the right concepts and which don't. I can then clear up any unclear areas. (Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine)
(E) 2.5 Formative Assessment. Checking For Understanding:Say Something to assess students interpretations of the big ideas.Timely Feedback: Self, Peer, and Teacher. (Evaluate)
(T)2.6(Tailors)
(Verbal): Create a document that summarizes the Proclamation of 1763 in modern terms.
(Logic):
(Visual): Create a map of the colonies and draw where the proclamation line goes through. Is there any lost territory because of the proclamation?
(Kinesthetic):
(Musical): What kinds of chanting did crowds do after this proclamation was enforced?
(Interpersonal): The class will split into two groups and use a Venn Diagram to explain the effects of the Proclamation of 1763 had on the colonists and England. I will use the Partners activity to split the class into two. One side of the class will will do the colonist side and the other side of the class will do the British side. We will come together to brainstorm how the proclamation effected each of them equally.
(Intrapersonal): Students will create their own podcast from either the British or colonists perspective displaying their feelings towards of the Proclamation of 1763.
(Naturalist): Why was the land to the west of the proclamation line so desirable to the colonists? How did the colonists use their land in this era?
(O) 2.7 Students will be able to analyze the relationship between the colonists and England. (Perspective) Product: Podcast. Number of days: 3-4. (Organize)
Lesson 3
(H)3.2 Cite differences between parents and kids. (music, clothing, movies, etc.)
(E)3.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) I will be using a KWS Chart as my graphic organizer to learn about what my students already know, want to know, and possible sources. As my cooperative learning activity I will implement a Gallery Walk where student can go around and look at each students KWS Chart to acquire different perspectives. (Explore) A Comic Life comic will be created to show pivotal events that changed the relationship of the colonists and British. (Experience)
(R) 3.4 Entrance/Exit Tickets can help me see which ideas students think are important and if they are off I can guide them in the right direction. (Rethink)Students will use a rubric to assess the completion of their product. (Revise/Refine) I will evaluate their product by using the scoring rubric that students had to follow by. (Revise/Refine)
(E) 3.5 Formative Assessment. Checking For Understanding: Entrance/Exit Tickets to see if students understand the big ideas. Timely Feedback: Peer, Self, and Teacher. (Evaluate)
(T)3.6(Tailors)
(Verbal):
(Logic): Do you think that Pontiac and his followers did the right thing by standing up and attacking the British and the colonies? Write one page with your thoughts.
(Visual): Create a Comic Life strip about the events of Pontiac's Rebellion.
(Kinesthetic): Create a skit. Play the role of Pontiac as he went around to various tribes to gather warriors for battle!
(Musical): How did the Native Americans incorporate music into their daily live? Write a page explaining their usage of music.
(Interpersonal): Complete the KWS Chart and then use the Gallery Walk to see who wants to know some of the same material as you do about Pontiac's Rebellion. Get together in groups and and brainstorm some other facts you would like to know. Keep in mind the who, what, where, why, and how questions!
(Intrapersonal):
(Naturalist): How did the Native Americans use the land that was being taken away from them in their daily lives? Prepare specific examples to share with the class.
(O) 3.7 Students will be able to exhibit the changing relationship between the colonists and England. (Application) Product: comic life. Number of days: 2-3. (Organize)
Lesson 4
(H)4.2 http://www.youtube.com/watch?v=0JvHroG3u5E
(E)4.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) The Five W's is an excellent graphic organizer to see how much my students already know about the topic. My Cooperative learning activity will be the Find the Fib, which will truly test the students competence of the topic taught. (Explore) An i Movie will be made about the Boston Tea Part to demonstrate in depth understanding. (Experience)
(R) 4.4 With Quick Writes, I will be able to turn the big ideas of the lesson into question prompts to see how much my students are understanding.(Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine)
(E)4.5 Formative Assessment. Checking For Understanding: Quick Writes to assess student's big ideas comprehension.Timely Feedback: Peer, Self, and Teacher. (Evaluate)
(T)4.6(Tailors)
(Verbal): Write a newspaper article that you will anonymously send into the Boston Gazette voicing your displeasure about on of the newly enforced acts.
(Logic):
(Visual): Students will watch a movie over the Stamp Act and take notes on a worksheet provided for them.
(Kinesthetic): Simulate a crowd chanting at a tax collector. Be sure to use fact to argue you case as a crowd.
(Musical): Find some political poetry on any of the acts being enforced and analyze its meaning.
(Interpersonal): While in a groups, students will be assigned either the Sugar Act, Currency Act, Stamp Act, Declaratory Act, Townshend Act or the Quartering Act. Each group will take turns after brainstorming facts about their acts, and argue why it was the act that made the most impact on the relationship between the colonies and England.
(Intrapersonal): Create a Prezi one of the newly enforced acts on your own.
(Naturalist):
(O) 4.7 Students will be able to role play the Boston Tea Party. (Empathy) Product: i Movie. Number of days: 2-3. (Organize)
Lesson 5
(H) 5.2 Were the Sons of Liberty patriots or terrorist?
(E)5.3 Students will know key factual information (Sons of Liberty, Loyal Nine, British, Taxes, press, Boston, New York, Philadelphia.) (Equip) Making a Timeline will display the knowledge my students know in depth. My cooperative learning activity will be the Think Pair Share because I can ask a question they can all think about and then get into partners to discuss and later share their answers to my question. (Explore) A Prezi will be the product students use to make sense of why we celebrate the Fourth of July. (Experience)
(R) 5.4 The Hand Print method will show me how much my students are learning each class. (Rethink) Students will use a checklist to make sure their assignments are properly completed before handing in. (Revise/Refine) I will then check for proper completion and make notes on where the student can improve before handing in a final product. (Revise/Refine)
(E)5.5 Formative Assessment. Checking For Understanding: Hand Print to keep track of the growth in knowledge of each student.Timely Feedback: Peer, Self, and Teacher. (Evaluate)
(T)5.6(Tailors)
(Verbal):Write a speech that would rouse the colonists to not pay their taxes! Make sure you state why they shouldn't pay taxes (not just say because it saves money).
(Logic):What would have happened to the colonies if the Son's of Liberty were never formed? Would we be an English colony still? Would nothing change at all?
(Visual):Create a Glogster for this task. Look at Ben Franklin's "Join or die" picture. Now, create your own picture, but make sure whatever picture it is that it conveys meaning just like Ben Franklin's.
(Kinesthetic):Re-enact a meeting of the Son's of Liberty. What would they be talking about? Look at past events.
(Musical):
(Interpersonal): Do a Think Pair Share and in group come up with as much as you know about the Sons of Liberty. (Who,What, Where, When, Why)
(Intrapersonal):Pretend you are a spy and have infiltrated the Son's of Liberty and are reporting back to the English about what has been going on in the meetings.
(Naturalist):What types of ways did the Son's of Liberty encourage colonists to show their rebellious side through nature?
(O) 5.7 Students will be able to make sense of why we celebrate holidays like the Fourth of July. (Interpretation) Product: Prezi. Number of days:1-2. (Organize)
Lesson 6
(H)6.2 https://www.youtube.com/watch?v=z2XLsC6sIOA
(E)6.3 Students will know important people (John Adams, Samuel Adams, Samuel Dawes, Paul Revere, Robert Walpole, Thomas Hutchinson, James Townshend, and Ben Franklin.) (Equip) A Ladder will display the knowledge my students know in depth. My cooperative learning activity will be Round Robin Brainstorming so my students can get together in different groups and answer a question with multiple answers. (Explore) A Gloglster will be the product students use to recognize the culture of Pre-Revolutionary America developed our culture today. (Experience)
(R)6.4 A Project Study Group will show me how much my students are learning each class.(Rethink)
(E)6.5 Formative Assessment. Checking For Understanding:Project Study Group will allow my students to correct their incorrect answers.Timely Feedback: Peer, Self, and Teacher. (Evaluate)
(T)6.6(Tailors)
(Verbal): What did some of the newspaper say about the Boston Massacre? What do you think they are accurate?
(Logic):Was this the event that directly lead to the American Revolution? Were the British at fault for what happened? Was it really a massacre? If not why not, if so why so?
(Visual): Students will watch a film on the Boston Massacre.
(Kinesthetic): Re-enact a version of the Boston Massacre.
(Musical):
(Interpersonal): The class will be divided into two groups. One on the American side and the other on the British side. Each will present reasons why the other was at fault for the massacre.
(Intrapersonal):
(Naturalist): What were the conditions like on the night of the Boston Massacre and how did it play a role in what happened?
(O) 6.7 Students will be able to recognize that the culture of Pre-Revolutionary America developed our culture today. (Self-Knowledge) Product: glogster. Number of days:1-2. (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe